developing vocabulary in school

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DEVELOPING

VOCABULARY IN SCHOOLAntoinette Alderete, Sandy Frey, Nadine McDaniel,

Marlaina Romero.

Dr. Carol Westby, Rosario Roman, MS CCC-SLPUniversity of New Mexico

Philadelphia, PA

ASHA November 2004

[email protected]


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Issues in Vocabulary Development

1. Orally tested vocabulary at the end of first gradeis a significant predictor of reading comprehension10 years later. (Cunningham, A.E., & Stanovich, K.E. (1997).

2. During the school years, children must acquire3,000-4,000 words/year(Nagy & Anderson, 1984)

3. Children from low socioeconomic backgroundsenter school with much smaller vocabularies (Hart &Risley, 1995)

4. Vocabulary meaning cannot easily be learned fromcontext (Beck, McKeown, & Kucan, 2004).


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Speech-language pathologists (SLPs) regularlyevaluate students vocabulary knowledge with:

1. Peabody Picture Vocabulary Test III (1997)

2. CASL (1999)

3. Word Test (1990)

4. One-Word Expressive Vocabulary Test and

One-Word Receptive Vocabulary Test

SLPs have a significant role in developingvocabulary:

1. Become aware of the vocabulary requirements inthe classroom.

2. Become familiar with the specific strategies forpromoting vocabulary development.


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Four Types of Vocabulary Teaching

Engaging in reading: Interactive book reading

strategies that promote language development

Direct Vocabulary Instruction: Strategies forexplicitly teaching word learning

Teaching Word-Learning Strategies: Strategiesfor using morphological knowledge to determineword meaning

Fostering Word Consciousness: Strategies for"playing with language" to increase comprehensionof multiple word meanings and figurative language


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Engaging in Reading withBlanks Levels of Questioning

Immediate talk about the books Name objects, characters Describe events

Non-immediate talk that goes beyond what is inthe book Encourage children to make connections to past

personal experiences Discuss the meanings of words

Make inferences, draw conclusions

Blank, M., Rose, S. A., Berlin, L. J., (1978). The Language OfLearning: The preschool years. Grune & Stratton: New York


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Blanks Levels of Language Abstraction

Level Description Example

I. Matching perception Reporting and responding to

perceptually obvious material

in the environment

Point to the bat

Heres a star. Point to

another star.

II. Selective analysis

of perception

Reporting and responding to

perceptual information that isless salient

What did Papagayo do

while the others weresleeping?

What color is Papagayo?

III. Reordering

perception

Using language to restructure

perceptual information and

inhibit predisposing

responses

What does mischief

mean?

Who is not a night

creature?

IV. Reasoning about

perception

Using language to predict,

explain, theorize, and reason

about relationships

Why did the night

creatures ask Papagayo

to stop squawking?

Why were they afraid of

the moon-dog?

f B k R d


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Types of Book Reading Interaction Before reading: Guided Reading/Picture Walk

use target vocabulary to describe pictures; make

inferences During reading: Dialogic Reading use immediate and non-immediate talk in discussions

during reading. After reading: Text Talk

explicitly discuss target vocabulary after reading. Verdi was astonished. He was very surprised that the adult

green snakes had be able to run and climb at one timenowthey just hung in the trees. He thought they had never beenable to run.

Children say the word astonish. Teacher says, I wasastonished the first time I went to the balloon fiesta. (thenexplains why she was astonished)

Children generate their own examples of being astonished Contrast with other words. Weve talked about a time Verdi was

astonished. Tell me about a time that Verdi was frantic. When

have you been frantic?


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Direct Vocabulary Instruction

Categorize vocabulary into 3 levels forinstruction Tier 1: basic words that rarely need to be taught

- swing, colors, strong, whiskers

Tier 2: high frequency words for capable languagelearners; important to have in ones vocabulary- ridiculous, graceful, whimpering, greedily

Tier 3: low frequency; usually specific to anacademic domain; best learned in the content area- Biomass, extraction, emergent, forest floor


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Criteria for identifying Tier 2 words Importance and utility

appear frequently across domains likely to occur in many texts useful in describing experiences

Instructional potential can be worked with in a variety of ways, so

students can build rich representations relate to other words and ideas adds dimensions to ideas already developed

Conceptual understanding general concept is understood provides precision and specificity in describing

concept


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Word Know well,can we

explain it,use it

Knowsomething

about it,can relateto asituation

Have seenor heard

the word

Do not knowthe word

Ridiculous

GracefulWhimpering

Greedily

Scampered

AstoundedFrantic

Astonished

Self Assessment Vocabulary Knowledge


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Vocabulary Instruction Contextualize word for its role in the story.

The night creatures told Papagayo they wereafraid of the sunlight.

Papagayo thought this was ridiculous. He thoughtit was silly, foolish, or nonsense because theanimals could never be happy if they were alwayshiding. He laughed at their idea that they shouldbe afraid of the sunlight.

Have children repeat word so they create a

phonological representation. Sound out the word ridiculous

Explain the meaning of the word Ridiculous means that something is foolish or

silly. It doesnt make sense; its laughable


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Give examples in contexts otherthan the story.

It is ridiculous to wear your shoes on yourhead. People once thought the world was flat and

you could fall off the edge. We now know thiswas a ridiculous idea.

Children provide their own examples Tell me about a time that you saw or heard

something that was ridiculous.

Children say word again to reinforce itsphonological representation. Segment the word ridiculous by tapping out

syllables


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Teaching Word Strategies

Understanding Morphology

Teach students how to use word parts todetermine meaning

Teach inflectional morphology Verb tenses Plurals, possessives

Teach derivational morphology: Define

meanings of: Prefixes Suffixes Root words


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Root Basic Meaning Example word

-dict- To say Diction

-morph- Form Metamorphic

-ject- To throw Eject-tract- To pull, drag Attract

-port- To carry Deport

Root Words, Prefixes, and Suffixes

Prefix Basic Meaning Example word

pre- Before Preview

de- Away, off Deforest

dis- Not, not any Disbeliefunder- Not enough Underweight

re- Again Rebuild

Suffix Basic meaning Example word

-tion Action Extinction

-ment Action

-ous Suffix added to

verbs or nouns

makes an adj.

Ridiculous

-ate Cause to be activate

-ize Forms verbs

from nouns andadjectives

Jeopardize

Endangerment


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Steps on Word Analysis Explain meaning of prefix: a prefix is a group

of letters that goes in front of a word. Un- is a

prefix. It means not. Re- is a prefix that meansto do again.

Give examples

They sat silent, blinking in the unfamiliarsunlight

The sunlight was not familiar to them. They were notused to being out in the sunlight.

Papagayo was unafraid of the moon-dog. He was not afraid. He was not worried. He had an ideaof what he could do about the moon-dog.

- The moon-dog reappeared each night.- Appear is to be seen. The moon-dog reappeared each

night. The animals saw him again and again.


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Word Analysis StrategyFollow-up Activities

Work on spelling rules for suffix addition When adding ly, less or ness to words ending

in y, change y to i Penny: penniless happy: happiness Hungry: hungrily greedy: greedily

Emphasize dictionary skills, combininginstruction in the entomology of words

Ecology Eco = environment -logy = the study of

Ecology = the study of the environment

Photosynthesis Photo- = light synthesis = to put together

photosynthesis = to put together using light


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Two Word Sorts: Put words into twopiles based on a morphological rule

Precipitation

Vegetation

Conservation

Deforestation

Extinction

Thunderous

Ridiculous

Delicious

Raucous

Ferocious


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Fostering Word Consciousness

Logology (all forms of word play) Onomastics: proper names

Words named after people, e.g., Douglas fir, Bartlettpear

Names appropriate to an occupation, e.g., Mr. Forrest,the ecologist; Ms. Aves, a bird specialist (Aves is thescientific name for birds)

Word formations: affixes, compounds, acronyms(BRIDGE)

Word games: alliteration, rhymes, riddles, tonguetwisters


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Figurative language (a specific form oflogology)

Idioms The turtles are shy, but are coming out of their

shells.

The fish always go with the flow.

Similes/Metaphors The giraffe was like a flagpole in the jungle.

Quick as lightening

Proverbs The early bird catches the worm.

S i f D l i W d


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Strategies for Developing WordConsciousness

Games

Card games creating pairs of words using figurativelanguage, morphological rules, vocabulary definitions

Not feeling well Under the weather

Prefix De- Away, off

Ridiculous Foolish

Board games playing board games by having studentsuse figurative language, morphological rules,

vocabulary definitionsThe giraffes had their heads in the _____ .

Most animals live in this layer of the rainforest.


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Meta-cognitive Manipulation of words/wordparts

Word riddles manipulating words to make jokesor riddles

Word: Monkey

Related words: ape, chimp, banana, tree, swing

Riddle: What do you call the monkey who won first place inthe swinging race?

Answer: Thechimpion

Name riddles using names with related wordparts to create riddles or jokes

Riddle: What monkey freed the slaves?

Answer:Aperaham Lincoln


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Active engagement with discussion Categories: Using a grid to fill words associated

with the theme.

Word Fluency: Using categorization to learnvocabulary. The teacher provides a category andstudents name as many words as they can relatedto the category

Rainforest animals: frog, bat, ocelot, sloth, toucan Layers of the rainforest: treetops, canopy, understory,

forest floor

20 Questions: One student selects a word from adeck and the other students ask yes/no questions to try and

guess the word

C A N O P YCover Animal

shelterNetwork ofbranches &vines

Ocelot Pathway tonests &food

Yellowviper


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Art (students make drawing to representidioms)

Drama (act out idioms) Figurative language chart

Word or Phrase Literal Meaning Figurative Meaning

Tongue tied A tongue that is tied into aknot

Not being able to speakbecause you are shy, nervous,

excitedTurning over a new leaf Turning a leaf onto a new

sideA fresh start, a newbeginning

Poetry (encourage students to use alliteration,

rhyming, similes, and metaphors in poetry)Willaby Dillaby Dallaby Doh,Help me pick my ripe mango.If you do youll get one bite,Now pull and pull with all your might.

Tingo Tango Mango Tree Marcia Vaughn

J.F. Baumann & E.J. KameEnui. (Eds.). (2004). Vocabulary Instruction:Research to Practice. New York: The Guilford Press.


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